2001年，新一轮的基础教育课程改革在我国拉开序幕，小组合作学习因其在培养学生的合作意识和合作能力等非认知品质方面的优势，成为新课程改革倡导的重要的教学方式之一。新教学方式对教师提出了新的要求，相关的教师培训也应势展开。本文基于呈现新课改时期“小组合作学习”教师培训实际状况的目的，运用调查法和访谈法，以及文献分析法，对新课改时期的“小组合作学习”教师培训做了调查。本文分别借鉴柯克帕特里克(Kirkpatrick) “四层评价法”中的反应层和学习层评价，采用自编问卷，从“小组合作学习”教师培训的实际比重、培训的具体形式、培训的具体内容、教师对“小组合作学习”教师培训的反馈，以及培训后，教师对小组合作学习的实际认知五个维度，对既有的“小组合作学习”教师培训进行了调查。通过对问卷调查结果的分析，本研究得出以下结论：1. 新课改以来的教师培训，大部分都涉及到了小组合作学习内容，但是比重较低，缺少专门的“小组合作学习”教师培训；2. “小组合作学习”教师培训形式有一定多样性，但缺乏针对性；3. “小组合作学习”教师培训内容重理论介绍，轻实践方法和技巧的介绍；4. 教师对“小组合作学习”教师培训以问题性反馈为主；5. 教师对小组合作学习的认知不均衡，部分内容有待进一步加强。基于本研究的以上结论，并结合与教师的随机访谈，笔者提出以下几个建议：在今后的“小组合作学习”教师培训中，首先，要开展专门的“小组合作学习”教师培训；其次，培训内容要兼顾理论和具体的方法、技巧，培训方法要在多样性基础上有针对性；再次，建立健全培训的评价体制，以评价促进“小组合作学习”教师培训的完善；最后，完善培训政策体系，为“小组合作学习”教师培训提供更宽广的发展空间。本研究只是对“小组合作学习”教师培训的实际状况做了调查，指出了其中的问题，并有针对性地提出自己的建议，这些都只是完善“小组合作学习”教师培训的初步工作，如何进行 “小组合作学习”教师培训的课程设置以及培训团队的建设，将是今后进一步研究的问题。

The group cooperative learning method advocated in the new round of basic education curriculum reform raised challenge for teaching methods and in-service teacher training in 2001. Based on the aim of situation presents, this study uses surveys and interviews introducing the situation of the primary teacher training on group cooperative learning in the background of curriculum reformation.This study learned from the theory of Four levels of Evaluation, Kirkpatrick, and prepared questionnaire by myself. The survey contained five dimensions: The actual proportion to teacher training on group cooperative learning, forms of training, content of training, the evaluation of training effectiveness of the teachers in the teacher training on group cooperative learning and the cognitive of teacher to group cooperative learning. Through the investigation of the five dimensions, this study reached the following conclusions:1. Most of teacher training related to a group cooperative learning content ,but there is no special teacher training in the new curriculum reform; 2.The forms of training is diversity, but lack of specific; 3.The content of training emphasis on theory, lack of methods and techniques; 4. Teachers are not satisfied with the size and content of teacher training on group cooperative learning; 5.Teachers had a certain cognitive to group cooperative learning, but to be further strengthened.For the above conclusions, the author proposes the following recommendations: Should carry out special teacher training on group cooperative learning; The content of training should both have theory and specific methods, the format should be targeted on the basis of diversity; besides, comprehensive training evaluation system and appropriate training policy is necessary.This study is only the first step, how to set up training courses and how to conduct training team-building is the next step work.